Our Distance Learning Plan describes how the school will ensure that learning continues in the event the school is closed during term time for a period longer than one week.  The plan describes our approach to distance learning including; the learning experience, the technology systems we will employ; guidelines for students, parents and staff; and considerations tailored to make the best of challenging circumstances. This plan has been devised by our staff (with appreciation to the International School of Brussels).

In the event that school is closed for more than one week, the first day will be a staff planning day. The school will then communicate when the Distance Learning Plan will be implemented.

The Learning Experience

The learning experiences teachers design on campus cannot be easily replicated through distance learning. In particular, the invaluable social interactions that occur naturally among students, and between teachers and students cannot be recreated in the same way. Distance learning is not about replicating what is done in an on-campus setting. Most importantly, the school aims to maintain some continuity in routine and build community.

The Learning Experience in Senior School 7-12

At the beginning of each week, instructions for the learning to take place in each class will be available on the class Lampada page. For example:

• A weekly video check-in might be followed by a series of short assigned prompts or projects
• Classes may be divided into smaller online tutorial groups on discussion boards
• Peer to peer collaboration and feedback will be encouraged
• Students will be required to submit work to their teacher for review
• Teacher office hours will be made explicit (at the same time as a timetabled class) for check-ins, to respond to questions and to provide feedback

The Learning Experience in Preparatory School 3-6

The learning experience will be based around teacher-directed sessions (including a morning check-in) and two additional independent sessions for reading and physical activity. Teacher-directed sessions are allocated times where students will be asked to progress through set tasks with direct access to teacher support. These sessions will focus on literacy, numeracy and specialist subjects. Students will begin the day at 8:25am by going to their class Lampada page. The overview of learning activities/experiences for the day will be posted there. Students will actively engage online with the learning activities and will be able to ask questions, seek feedback and consult with their teacher and peers during the teacher-directed sessions.

Outside of the teacher-directed sessions, students should complete at least 20 minutes of independent reading or reading with an adult. This may involve reading a class novel or a book of their choosing. It is also important for the students to be physically active during the day. At least one hour of unstructured play outside is recommended. Students are to refer to the class Lampada page for suggested daily activities.

The Learning Experience in Preparatory School K, 1, 2

Students will view the class greeting on Lampada at 8.25am each day.  Each day the teachers will upload tasks that relate to a literacy block, a Mathematics block and specialist subject time. Students will need to access their class Lampada page at different points through the day for direction from the teacher in both video and written form. These times will be explained each morning. Activities will be closely related to the scope and sequence of learning that the children would be doing in the normal face to face classroom.

Ideally, each child should have at least 2 picture books read to them daily. Children in Years 1 and 2 should also be reading to an adult each day and discussing what they have read. It is also important for the children to be physically active during the day. At least one hour of unstructured play outside is recommended. Please refer to the class Lampada page for ideas on how to keep children active.

The Learning Experience in the Early Learning Centre

Each day will commence with a short video on Lampada at 9.00am. The rich, structured play environment of the ELC will be difficult to reconstruct in a home environment, however, the ELC educators will guide parents and care givers with suggested activities each day. A story being read aloud will be posted on the class Lampada page daily. Ideally, each child should also have at least 2 picture books read to them daily by an adult or older child. Unstructured inside play is highly encouraged. It is also important for children to be physically active during the day. At least 90 minutes of unstructured play outside is recommended. Please refer to the class Lampada page for ideas on how to keep children active.

Guidelines for Staff

Distance learning cannot mirror learning in school. Trying to replicate the pace and type of work that would be done at school is unrealistic. Teachers will not get through all of the content they might in an on-campus environment. At first this may feel like a loss, but this can open up possibilities for what teachers ask of students. For example:

• Using the tools online learning offers – embedding videos, audio, images, and useful links, keeping in mind bandwidth limitations
• Balancing synchronous and asynchronous connections and collaboration
• Thinking about how to support students, establish trust online, cultivate engagement, and be interactive
• Thinking carefully about how to identify learners with additional needs and connect with them
• Keeping video meetings and videos brief in order to avoid students staring at screens for lengthy periods

Guidelines for Parents

The transition to distance learning will be challenging for families. Parents will need to think differently about how to support their children; how to create structures and routines that allow their children to be successful; and how to monitor and support their children’s learning.

Parents are encouraged to start and finish each day with a simple check-in. Ask about what your child is learning today? How will they spend their time? What resources do they require? What support do they need? This brief grounding conversation matters. It allows students to process the instructions they have received from their teachers. It helps them organise themselves and set priorities. Parents should establish these check-ins as regular parts of each day. Not all students thrive in a distance learning environment; some struggle with too much independence or lack of structure. These check-in routines need to be established early, before students fall behind or begin to struggle.

The School does not want students staring at computer screens for 7-8 hours a day. Please remember most teachers are not experts in distance learning and the transition will require some trial-and-error before teachers find the right balance between online and offline learning experiences. We thank you in advance for your patience and partnership!

Guidelines for Students

• Establish daily routines for engaging in the learning experiences
• Identify a comfortable, quiet space in your home where you can work effectively and successfully
• Complete tasks with integrity and academic honesty, doing your best work
• Communicate proactively with your teachers if you cannot meet deadlines or require additional support
• Collaborate and support your peers in their learning
• Comply with the Acceptable Use Policy, including expectations for online etiquette